DATE: CLASS:
Logo! 1 Kapitel 1 Hallo! / Unit 1 pp6-7 Guten Tag! / Activity no.
Learning objectives / Saying hello and goodbye. Asking a friend’s name and giving your own. Counting to twelve.
Framework objectives / Launch: 7S8 (Punctuation); 7L1 (Sound patterns); 7C5 (Social conventions).
Starters / Starter 1: Getting to know the book, Framework Pack p.12 (Pupils work in pairs to complete the phrases on Worksheet 1)
Starter 2: Deutschlandquiz, Framework Pack p.12 (Pupils work in pairs to answer the questions on OHT 2)
Plenary / (Framework Pack p.12) In pairs, pupils write a list of five things learned.
Grammar / /
Skills
(Programmes of Study) / 2.2e ask and answer questions
2.2a listen for gist / detail
2.1d work out meaning
2.2j adapt previously-learnt language
2.2d pronunciation and intonation
3b sounds and writing / 2
4, 5
6a
6b
8
8
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/1 / Recognise greetings and introductions, identify numbers from 0–12 / 1, 4, 5
Speaking / AT2/1 / Greet people, say your name, ask someone their name, count from 1–12 / 2, 7
Reading and responding / AT3/1 / Understand written greetings and introductions; recognise written forms of numbers / 1, 6a
Writing / AT4/1 / Copy greeting / introduction phrases and numbers / 3, 6b
Key language / Hallo! Guten Tag! Tschüs! Auf Wiedersehen!
Wie heißt du? Ich heiße [name].
Numbers 0–12
ICT Opportunities / /
Reinforcement (A)
Extension (B) / Workbooks A & B, p1
Resources / Cassette A, side A or CD 1, track 1
OHT 1A & 1B: meeting and greeting
OHT 2: numbers
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Logo! 1 Kapitel 1 Hallo! / Unit 2 pp8-9 Wo wohnst du? / Activity no.
Learning objectives / Naming some countries. Asking a friend where he / she lives and saying where you live.
Framework objectives / Launch: 7W7 (Learning about words); 7S1 (Typical word order); 7S6 (Compound sentences); 7C1 (Geographical facts).
Starters / Starter 3: European Countries, Framework Pack p.13 (Recognising names of countries and looking for patterns)
Starter 4: True or false? Framework Pack p.13 (Saying which country one is from)
Plenary / (Framework Pack p.13) Exploring differences between German and English using language from the spread.
Grammar / ich wohne, du wohnst
Skills
(Programmes of Study) / 3e different countries’ cultures
2.2a listen for gist / detail
2.1d work out meaning
2.2e ask and answer questions
2.2b skim and scan
2.2g write clearly and coherently / 1a
2a
3a
3b
4a
4b
Contexts / The world around us
Learning outcomes …
Listening and responding / AT1/1 / Understand where people live (towns / countries) / 1a, 2a, 3a
Speaking / AT2/1–2 / Ask someone where they live, say where you live (towns / countries) / 1b, 3b
Reading and responding / AT3/2 / Understand personal information (name, age, town, country) / 4a
Writing / AT4/1–2 / Copy names of countries; answer personal information questions / 2b, 4a, 4b
Key language / Was ist ... ?
Das ist ...
Deutschland / England / Frankreich / Irland / Österreich / Schottland / die Schweiz / Wales / Holland / Belgien.
Wo wohnst du? Ich wohne in [country].
Ja. / Nein.
Du heißt [name].
Reinforcement (A)
Extension (B) / Workbooks A & B, p2
Resources / Cassette A, side A or CD 1, track 2
Flashcards 1–10: European countries
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Logo! 1 Kapitel 1 Hallo! / Unit 3 pp10-11 Das Alphabet / Activity no.
Learning objectives / Saying the German alphabet. Asking how to spell words and spelling out words.
Framework objectives / Launch: 7W4 (Gender and plural); 7W6 (Letters and sounds); 7C4 (Stories and songs).
Starters / Starter 5: Alphabet cards, Framework Pack p.14 (Race to match sounds using Card Template 4)
Starter 6: Capital letters, Framework Pack p.14 (Inserting appropriate capital letters – OHT 5)
Plenary / (Framework Pack p.14) High-frequency words, high-frequency verbs – distinguishing between ich, du and man.
Grammar / der, die, das (nominative)
capital letters for nouns
Skills
(Programmes of Study) / 3b sounds and writing
2.2d pronunciation and intonation
2.1e use reference materials
3c apply grammar
2.2a listen for gist / detail
2.2e ask and answer questions / 1
1, 2d
2c
2c
3
4
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/1 / Recognise letters of the alphabet, individually and in single words, including names / 1, 2a, 3
Speaking / AT2/1–2 / Say the German alphabet; ask how to spell words and spell out words / 1, 2a,
2d, 4
Reading and responding / AT3/1–2 / Read single words from illustrated alphabet; read simple sentences of alphabet rap / 1, 2a
Writing / AT4/1–2 / Write out single words and simple sentences from alphabet rap / 2b, 2c
Key language / Wie schreibt man das?
Was ist das? Das ist ... .
Wie bitte?
Selection of nouns for teaching alphabet e.g. der Apfel, die Banane, die CD etc.
ICT Opportunities / Text manipulation, TG p21
Presentation, TG p21
ICT Pack: activity 2, alphabet and spelling
Reinforcement (A)
Extension (B) / Workbooks A & B, pp3–4
Resources / Cassette A, side A or CD 1, track 3
R & A File: Grammatik 1, p7; Arbeitsblatt 3, p6
OHT 2: numbers
OHT 3: alphabet
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Logo! 1 Kapitel 1 Hallo! / Unit 4 pp12-13 Meine Tasche / Activity no.
Learning objectives / Naming things in your school bag. Asking what a friend has got and saying what you have got. Saying what colour things are.
Framework objectives / Launch: 7W1 (Everyday words); 7W2 (High-frequency words); 7T6 (Texts as prompts).
Starters / Starter 7: Schultasche, Framework Pack p.15 (Identifying schoolbag items from their spellings)
Starter 8: Odd-one-out, Framework Pack p.15 (Distinguishing between genders)
Plenary / (Framework Pack p.16) Discuss how listening and reading clues help one to work out the gender of nouns and to recognise the accusative case.
Grammar / ein, eine, ein (nominative)
Ich habe + accusative (einen, eine, ein) … .
Hast du + accusative (einen, eine, ein) … ?
Skills
(Programmes of Study) / 2.2a listen for gist / detail
3c apply grammar
2.2e ask and answer questions
2.2g write clearly and coherently / 1a, 4
2
1c, 3
5
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/1–2 / Recognise names of items in school bag; identify colours / 1a, 4
Speaking / AT2/1–2 / Ask about, guess and identify items in school bags / 1c, 3
Reading and responding / AT3/2 / Read and understand short description and simple list of items in school bag / 2
Writing / AT4/1–2 / Copy lists of items in school bag; write short description of items including colour / 1b, 5
Key language / der Bleistift, der Kuli, der Klebstift, der Taschenrechner, die Schere, die Kassette, die Diskette, das Etui, das Lineal, das Wörterbuch, das Heft, das Buch
[A] ist ein / eine ... .
Hast du einen / eine / ein ...?
Ich habe einen / eine / ein ... .
[A] ... ist rot / blau / schwarz / weiß / grün / gelb / braun / bunt.
ICT Opportunities / Word processing, TG p24
ICT Pack: activity 1, names of colours,
ICT Pack: activity 3, names of school equipment
Reinforcement (A)
Extension (B) / Workbooks A & B, p5
Resources / Cassette A, side A or CD 1, track 4
R & A File: Arbeitsblatt 1, p4; Grammatik 2, p8
OHT 4A & 4B: school bag / colours
Framework Pack: Thinking skills (Odd-one-out), p.15
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Logo! 1 Kapitel 1 Hallo! / Unit 5 pp14-15 In der Klasse (1) / Activity no.
Learning objectives / Understanding what your teacher says. Counting to 31. Naming the days of the week.
Framework objectives / Launch: 7W3 (Classroom words); 7T2 (Reading aloud).
Starters / Starter 9: Classroom instructions, Framework Pack p.16 (Deducing meanings – Worksheet 7)
Starter 10: Dominospiel, Framework Pack p.17 (Practising sums)
Plenary / (Framework Pack p.17) Sound-spelling links – differentiating between ei and ie.
Grammar / imperatives (receptive)
Skills
(Programmes of Study) / 2.2a listen for gist / detail
2.2d pronunciation and intonation
2.2c respond appropriately / 1a, 4, 6
1b
5
Contexts / Everyday activities
Learning outcomes …
Listening and responding / AT1/1–2 / Recognise classroom commands; identify numbers from 13–31; recognise days of week / 1a, 3, 6
Speaking / AT2/1–2 / Give classroom commands; make up simple sums / 2, 5
Reading and responding / AT3/1–2 / Understand classroom commands; recognise written form of numbers from 13–31 / 1a, 3
Writing / AT4/2 / Make up a rap to practise days of week / 7
Key language / Steht auf! Setzt euch! Hört zu!
Ruhe, bitte! Schreibt es auf! Macht das Buch auf.
Seite 00. Macht das Heft zu!
Jetzt Partnerarbeit. Alles einpacken!
Numbers 13–31
Montag, Dienstag, Mittwoch, Donnerstag, Freitag, Samstag, Sonntag
ICT Opportunities / ICT Pack: activity 4, numbers to 31
Reinforcement (A)
Extension (B) / Workbooks A & B, p6
Resources / Cassette A, side A or CD 1, track 5
OHT 5A: dates
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Logo! 1 Kapitel 1 Hallo! / Unit 6 pp16-17 Mein Geburtstag / Activity no.
Learning objectives / Talking about dates. Asking a friend how old he / she is and saying how old you are
Framework objectives / Launch: 7S4 (Basic questions); 7S9 (Using simple sentences); 7T5 (Assembling text).
Starters / Starter 11: Mein Gerburtstag, Framework Pack p.17 (Using ordinal numbers in dates)
Starter 12: WWW, Framework Pack p.18 (Brainstorm question words beginning with w)
Plenary / (Framework Pack p.18) Discuss the effect of interrogatives on word order and ways of converting a statement into a question.
Grammar / Ordinal numbers (for dates)
Question words: wo? wie? wann? was?
Skills
(Programmes of Study) / 2.1c knowledge of language
4d make links with English
2.2a listen for gist / detail
3c apply grammar
2.2g write clearly and coherently / 1b
1b
2a
5a
5b
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/1–2 / Listen to and identify days, dates and birthdays / 1a, 2a, 3b
Speaking / AT2/2 / Ask when someone’s birthday is and give own birthday / 4
Reading and responding / AT3/1–2 / Recognise numbers to 31, dates and holidays (e.g. Christmas) in their written form / 1b, 1c
Writing / AT4/1–2 / Write down age and birthdays; write questions and answers about personal details / 3a, 5a, 5b
Key language / Januar, Februar, März, April, Mai, Juni, Juli, August, September, Oktober, November, Dezember
Wie alt bist du? Ich bin [age] Jahre alt.
Wann hast du Geburtstag? Ich habe Geburtstag am [date].
ICT Opportunities / Word processing, TG pp27–28
Text manipulation, TG p28
ICT Pack: activity 5, personal details, first person
ICT Pack: activity 6, numbers 1 to 31, months
Reinforcement (A)
Extension (B) / Workbooks A & B, p7
Resources / Cassette A, side A or CD 1, track 6
R & A File: Arbeitsblatt 2, p5
OHT 5A & 5B: dates and holidays
Framework Pack: Writing skills (Die Monate), p.20
Homework
Notes
SCHOOL: YEAR:
DATE: CLASS:
Logo! 1 Kapitel 1 Hallo! / Unit 7 pp18-19 Olafs Geburtstag / Activity no.
Learning objectives / Consolidation unit: a birthday party
Framework objectives / /
Starters / /
Plenary / /
Grammar / /
Skills
(Programmes of Study) / 4f language of interest / enjoyment
2.2b skim and scan
2.1d work out meaning
2.2a listen for gist / detail
2.2e ask and answer questions / 1a
1b
1c
2
3
Contexts / Personal and social life
Learning outcomes …
Listening and responding / AT1/2–3 / Understand a simple story about someone’s birthday / 1a, 2
Speaking / AT2/2 / Ask and answer questions about birthday present / 3
Reading and responding / AT3/3 / Understand simple story about someone’s birthday / 1a, 1c
Writing / AT4/2 / Complete and make up simple sentences about:
a) personal details and b) presents and their colours / 1b, 4
Key language / As in Units 1–6
ICT Opportunities / ICT Pack: activity 5, personal details, first person
Reinforcement (A)
Extension (B) / Extra A & B, PB pp100–101
Resources / Cassette A, side A or CD 1, track 7
Framework Pack: Thinking skills (Flashback: Olafs Geschenke), p.19
Homework
Notes
7
Scheme of Work for Logo! 1 Chapter 1